Lesson Plan Template (A.4.2 - Collaborative Lesson Plan)
Follow this lesson plan template. Keep the template text in bold font. Add your information in regular font.
Planning
Reading Comprehension Strategy:
Building Background Knowledge (Determining Main Ideas)
Reading Development Level:
Advanced (Grade 5)
Research-based Instructional Strategies:
Cooperative learning, organizers, notemaking and summarizing
Lesson Length:
4 Sessions of 60 minutes
Purpose:
The purpose of this lesson is to provide background knowledge to prepare students to read the historical fiction novel, The Storyteller by Patricia Reilly Giff. Students will learn more about the Revolutionary War through Big6 research and group presentation in order to make text-to-self connections. Brava for integrating the reading comprehension strategy into an inquiry unit of study!
Objectives:
After the research process, students will be able to 1. Use background knowledge they gathered to understand new text. 2. Make notes from websites and print resources. 3. Research important events of the Revolutionary War. 4. Explain important events of the Revolutionary War with (to?) other classmates.
Educators monitor student groups as they conduct research using the Big6 Method in order to build background knowledge for their class novel. Both the teacher and librarian facilitate student groups as they record research findings on their KWL Chart using Cornell Note paper. Modeling with think-alouds?
Assessment:
Students show their ability to formulate and revise research questions using the Big6 Research model in order to make text-to-self connection to the novel. Students follow the rubric for their assignment guidelines. Student groups self assess their work before presenting their presentations to the class. The teacher and librarian assess the graphic organizer and presentations using the rubric.
Standards
Reading and/or writing
§110.16 Language Arts and Reading, Grade 5, (b) Knowledge and skills. (23) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: (A) brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic. §110.10 Reading and Comprehension Skills, Grade 5, (C) Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions) Listening and speaking §110.10 Reading and Comprehension Skills, Grade 5, (27) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (C) determine both main and supporting ideas in the speaker's message. (This objective suggests a "determining main ideas" reading strategy.)
Other content areas (NAME them)
Social Studies
§113.16. Social Studies, Grade 5, (b) Knowledge and skills. (1) History. The student understands the causes and effects of European colonization in the United States beginning in 1565, the founding of St. Augustine. The student is expected to: (2) History. The student understands how conflict between the American colonies and Great Britain led to American independence. The student is expected to: (A) identify and analyze the causes and effects of events prior to and during the American Revolution, including the French and Indian War and the Boston Tea Party; (C) summarize the results of the American Revolution, including the establishment of the United States and the development of the U.S. military. (Summary suggests "main ideas.")
Information literacy
§110.10 Reading and Comprehension Skills, Grade 5, (25) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to: (B) evaluate the relevance, validity, and reliability of sources for the research.
Educational technology
AASL Standards, Strand, and Indicators: 1) Inquire think critically, and gain knowledge: 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry 2.1.2 Organize information so it is useful. 3) Share knowledge and participate ethically and productively as members of our democratic society 3.1.1 Conclude an inquiry based research process by sharing new understandings and reflecting on the learning.
Implementation
Process Day 1:
Motivation
Big6 Step 1: Task Recognition Review the "K" and "W" sections of the KWL Chart and instruct students to fill out what they already know about the topic, the Revolutionary War, then the "W" section of the KWL Chart. Have students discuss the answers to the questions in student groups as well as whole group discussion: "What do I need to do?" and "What information do I need?" as they fill in the "W" section (What I want to Know) of the KWL Chart. What are the educators doing during the motivation segment of the lesson. How are they getting students excited and ready to conduct the inquiry?
Student-friendly Objectives
1) Use background knowledge to review Big6 Research Method. 2) Use background knowledge to complete the "K" and "W" sections of the Cornell Note KWL Chart. 3) Use background knowledge of the Big6 Research Method to complete the K section of the KWL Chart. Now I see where you have the idea for the "background knowledge" strategy. (This is not exactly how the strategy helps comprehension of new knowledge. Yes, it helps them with the process but it does not help them comprehend information itself.) Your unit is much more closely aligned with the "determining main ideas" strategy.
Presentation
The teacher divides students into groups of four. As a whole group activity, the teacher-librarian reviews the Big6 Research method with student groups and assists the teacher with students filling out the "K" section of student's KWL chart on Cornell Note paper. Teacher and librarian model a think-pair-share activity with the class. Both educators monitor as students conduct a think-pair-share activity where they can discuss their background knowledge with the members of their group. A whole group discussion is conducted with just the “K” column of the chart in order to orally pre-assess student’s background knowledge. The teacher then reviews the "W" section of the KWL Chart and both educators monitor and assist while students formulate their questions and record them into the "W" section of their Cornell Note KWL Chart.
Student Participation Procedures or Student Practice Procedures
1) Think-pair-share. 2) Raise hand to ask questions.
Guided Practice
Both educators monitor as students fill out the “W” column of the KWL Chart individually. Students share the questions of their "W" section with the members of their group in another think-pair-share opportunity. Together, students use highlighters to highlight questions they think would be best to answer through their research.
Closure
Students conduct a think-pair-share activity for the "W" section of their KWL chart. Students take highlighters and highlight their top three choices of questions they want to research. Both teacher and librarian check student's (students') top three research questions in the "W" section of their Cornell Note KWL Chart as an Exit Slip. The Exit Slip is a great idea. Adding a bit of reflection would round out this first day: Which question may be the most challenging to answer? Why? (This is also preparation for Days 2 and 3.)
Process Day 2 and 3:
Motivation
Big6 Steps 2 - 5: Information- Seeking Strategies, Location and Access, Use of Information, and Synthesis Questions and Cues Addressed: What information can I use?, Which information sources are the best?, Where can I find each source?, How can I find information in each source?, What information is useful?, How should I record my notes?, and How should I organize my notes to meet the requirements of my task? Review the Big6 Research Method and library expectations before research is conducted. Ask students to look at their top three research questions and choose the best one out of the three to focus their research on first. Ask students what the word "revise" means and discuss what it means to revise and/or narrow a research question when information seeking becomes stagnant. This is not very motivating!!!! How are the educators getting the students excited about exploring the resources?
Student-friendly Objectives
1) Research factual information from websites and print sources relating to the Revolutionary War. 2) Create a Web 2.0 tool with group members. 3) Use the rubric to self-assess work.
Presentation
The librarian gives students a list of Online Web, Database, and Print Resources developed to help students find information about their topic and begin to research.
On day two, students record their research findings on the "L" section of their Cornell Note KWL Chart paper and continue researching until day three. Upon completion of student research, each educator monitors as students create visuals that represents their learning by using the Visual Choice Board sheet as a guide and pre-assessment of their group's work. (The last part is Guided Practice.) Where are the think-alouds and coteaching in the presentation?
Student Participation Procedures or Student Practice Procedures
1) Continue working on research of the Revolutionary War 2) Work on Web 2.0 tools for presentation. 3) Work effectively with members of their group.
Guided Practice
The librarian models how to access one online web source and database as well as show students the location of selected print resouces. The librarian also models how to cite information correctly and both the teacher and librarian guide and assist student groups with citing sources appropriately. The above should be in a presentation section. If you were described coteaching, BOTH educators would be modeling this.
This is Guided Practice: Both teacher and librarian guide student groups while they navigate print and online databases to gather information to answer their research questions. Both teacher and librarian guide student groups while they create their Web 2.0 tool for presentation.
Closure
Day Two Closure: After conducting research, students will show proof of what they've learned during the class period by showing the teacher and librarian the information they have written on the "L" column of their chart as an exit slip.
Day Three Closure: Big6 Step 6: Evaluation
Have students ask themselves: Is my project complete? Did I meet each requirement?
Process Day 4:
Motivation
Review audience procedures and expectations with students by asking students to contribute non-examples of acceptable audience behavior. Give evaluator slips to student groups and asked to fill out the top portion of the evaluator form in preparation of student presentations. Show an example of a correctly filled out top portion of the evaluator slip. Coteaching?
Student-friendly Objectives
1) Listen while other students are presenting. 2) Presentation with group members.
Presentation
Student groups present the findings of their research formally to the class. The audience critiques each group on elements such as eye contact, visual presentation, content, and creativity.
Student Participation Procedures or Student Practice Procedures
1) Present their presentation with groups members to the audience. 2) Listen attentively to other class members. 3) Participate in the review of the class presentations.
Guided Practice
Educators monitor the group presentations and allow the audience an opportunity to ask questions of the presenting group. After presentations, the teacher and librarian work together to model the correct use of an anchor chart.
Closure
After presentations, students will make an anchor chart of the information they found most interesting when it was presented to the class and prepare to read The Storyteller by by completing research reflection questions.
Reflection
How would you feel if someone used your hard work and said it was their own? What did you like about the project? What did you not like about the project? What was your overall impression of your project and why? Do you feel that the expectations of the project were fair? What did you learn about the Revolutionary War? Do you feel prepared to read a historical fictional book about the Revolutionary War? Effective and appropriate reflection questions!
Extensions
Possible extensions include writing a letter to someone during the time period of the Revolutionary War noting the differences between the student's present lifestyle and lively-hood in comparison to the past based on the student's research findings.
Excellent idea! Especially with a focus on "determining main ideas"!
Lesson Plan Template (A.4.2 - Collaborative Lesson Plan)
Follow this lesson plan template. Keep the template text in bold font. Add your information in regular font.Planning
Reading Comprehension Strategy:
Building Background Knowledge (Determining Main Ideas)Reading Development Level:
Advanced (Grade 5)Research-based Instructional Strategies:
Cooperative learning, organizers, notemaking and summarizingLesson Length:
4 Sessions of 60 minutesPurpose:
The purpose of this lesson is to provide background knowledge to prepare students to read the historical fiction novel, The Storyteller by Patricia Reilly Giff. Students will learn more about the Revolutionary War through Big6 research and group presentation in order to make text-to-self connections.Brava for integrating the reading comprehension strategy into an inquiry unit of study!
Objectives:
After the research process, students will be able to1. Use background knowledge they gathered to understand new text.
2. Make notes from websites and print resources.
3. Research important events of the Revolutionary War.
4. Explain important events of the Revolutionary War with (to?) other classmates.
Resources, Materials, and Equipment:
Children’s Literature (All Genres): Nonfiction books of the Revolutionary War, class set of The Storyteller by Patricia Reilly GiffWebsites (and Databases): http://www.theamericanrevolution.org/ http://www.historyforkids.org/learn/northamerica/after1500/history/revolution.htm
http://www.socialstudiesforkids.com/subjects/revolutionarywar.htm http://www.kidskonnect.com/subjectindex/16-educational/history/251-american-revolution.html Databases: http://elibrary.bigchalk.com/libweb/k6/do/search http://elibrary.bigchalk.com/elibweb/elib/do/search
Graphic Organizers (and Rubrics): Cornell Note Method KWL Chart, Evaluator Slips, Presentation Requirement and Grading Rubric, Research Project Reflections, Research Presentation Visual Options Choice Board
(Your Cornell Notemaking or Notetaking Chart suggests a "determining main ideas" reading comprehension strategy.)
Materials (Other Consumables): Paper, Pencils, Highlighters, Note cards
Equipment (Technology): Student Computers with internet access
Collaboration:
Educators monitor student groups as they conduct research using the Big6 Method in order to build background knowledge for their class novel. Both the teacher and librarian facilitate student groups as they record research findings on their KWL Chart using Cornell Note paper.Modeling with think-alouds?
Assessment:
Students show their ability to formulate and revise research questions using the Big6 Research model in order to make text-to-self connection to the novel. Students follow the rubric for their assignment guidelines. Student groups self assess their work before presenting their presentations to the class. The teacher and librarian assess the graphic organizer and presentations using the rubric.Standards
Reading and/or writing
§110.16 Language Arts and Reading, Grade 5,(b) Knowledge and skills.
(23) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:
(A) brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic.
§110.10 Reading and Comprehension Skills, Grade 5,
(C) Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions)
Listening and speaking
§110.10 Reading and Comprehension Skills, Grade 5,
(27) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:
(C) determine both main and supporting ideas in the speaker's message. (This objective suggests a "determining main ideas" reading strategy.)
Other content areas (NAME them)
Social Studies
§113.16. Social Studies, Grade 5,(b) Knowledge and skills.
(1) History. The student understands the causes and effects of European colonization in the United States beginning in 1565, the founding of St. Augustine. The student is expected to:
(2) History. The student understands how conflict between the American colonies and Great Britain led to American independence. The student is expected to:
(A) identify and analyze the causes and effects of events prior to and during the American Revolution, including the French and Indian War and the Boston Tea Party;
(C) summarize the results of the American Revolution, including the establishment of the United States and the development of the U.S. military.
(Summary suggests "main ideas.")
Information literacy
§110.10 Reading and Comprehension Skills, Grade 5,(25) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:
(B) evaluate the relevance, validity, and reliability of sources for the research.
Educational technology
AASL Standards, Strand, and Indicators:1) Inquire think critically, and gain knowledge:
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry
2.1.2 Organize information so it is useful.
3) Share knowledge and participate ethically and productively as members of our democratic society
3.1.1 Conclude an inquiry based research process by sharing new understandings and reflecting on the learning.
Implementation
Process Day 1:
Motivation
Big6 Step 1: Task RecognitionReview the "K" and "W" sections of the KWL Chart and instruct students to fill out what they already know about the topic, the Revolutionary War, then the "W" section of the KWL Chart. Have students discuss the answers to the questions in student groups as well as whole group discussion: "What do I need to do?" and "What information do I need?" as they fill in the "W" section (What I want to Know) of the KWL Chart.
What are the educators doing during the motivation segment of the lesson. How are they getting students excited and ready to conduct the inquiry?
Student-friendly Objectives
1) Use background knowledge to review Big6 Research Method.2) Use background knowledge to complete the "K" and "W" sections of the Cornell Note KWL Chart.
3) Use background knowledge of the Big6 Research Method to complete the K section of the KWL Chart.
Now I see where you have the idea for the "background knowledge" strategy. (This is not exactly how the strategy helps comprehension of new knowledge. Yes, it helps them with the process but it does not help them comprehend information itself.) Your unit is much more closely aligned with the "determining main ideas" strategy.
Presentation
The teacher divides students into groups of four.As a whole group activity, the teacher-librarian reviews the Big6 Research method with student groups and assists the teacher with students filling out the "K" section of student's KWL chart on Cornell Note paper.
Teacher and librarian model a think-pair-share activity with the class. Both educators monitor as students conduct a think-pair-share activity where they can discuss their background knowledge with the members of their group.
A whole group discussion is conducted with just the “K” column of the chart in order to orally pre-assess student’s background knowledge.
The teacher then reviews the "W" section of the KWL Chart and both educators monitor and assist while students formulate their questions and record them into the "W" section of their Cornell Note KWL Chart.
Student Participation Procedures or Student Practice Procedures
1) Think-pair-share.2) Raise hand to ask questions.
Guided Practice
Both educators monitor as students fill out the “W” column of the KWL Chart individually. Students share the questions of their "W" section with the members of their group in another think-pair-share opportunity. Together, students use highlighters to highlight questions they think would be best to answer through their research.Closure
Students conduct a think-pair-share activity for the "W" section of their KWL chart. Students take highlighters and highlight their top three choices of questions they want to research. Both teacher and librarian check student's (students') top three research questions in the "W" section of their Cornell Note KWL Chart as an Exit Slip.The Exit Slip is a great idea. Adding a bit of reflection would round out this first day: Which question may be the most challenging to answer? Why? (This is also preparation for Days 2 and 3.)
Process Day 2 and 3:
Motivation
Big6 Steps 2 - 5: Information- Seeking Strategies, Location and Access, Use of Information, and SynthesisQuestions and Cues Addressed:
What information can I use?, Which information sources are the best?, Where can I find each source?, How can I find information in each source?, What information is useful?, How should I record my notes?, and How should I organize my notes to meet the requirements of my task?
Review the Big6 Research Method and library expectations before research is conducted. Ask students to look at their top three research questions and choose the best one out of the three to focus their research on first. Ask students what the word "revise" means and discuss what it means to revise and/or narrow a research question when information seeking becomes stagnant.
This is not very motivating!!!! How are the educators getting the students excited about exploring the resources?
Student-friendly Objectives
1) Research factual information from websites and print sources relating to the Revolutionary War.2) Create a Web 2.0 tool with group members.
3) Use the rubric to self-assess work.
Presentation
The librarian gives students a list of Online Web, Database, and Print Resources developed to help students find information about their topic and begin to research.On day two, students record their research findings on the "L" section of their Cornell Note KWL Chart paper and continue researching until day three.
Upon completion of student research, each educator monitors as students create visuals that represents their learning by using the Visual Choice Board sheet as a guide and pre-assessment of their group's work. (The last part is Guided Practice.)
Where are the think-alouds and coteaching in the presentation?
Student Participation Procedures or Student Practice Procedures
1) Continue working on research of the Revolutionary War2) Work on Web 2.0 tools for presentation.
3) Work effectively with members of their group.
Guided Practice
The librarian models how to access one online web source and database as well as show students the location of selected print resouces.The librarian also models how to cite information correctly and both the teacher and librarian guide and assist student groups with citing sources appropriately.
The above should be in a presentation section. If you were described coteaching, BOTH educators would be modeling this.
This is Guided Practice:
Both teacher and librarian guide student groups while they navigate print and online databases to gather information to answer their research questions. Both teacher and librarian guide student groups while they create their Web 2.0 tool for presentation.
Closure
Day Two Closure: After conducting research, students will show proof of what they've learned during the class period by showing the teacher and librarian the information they have written on the "L" column of their chart as an exit slip.Day Three Closure:
Big6 Step 6: Evaluation
Have students ask themselves: Is my project complete? Did I meet each requirement?
Process Day 4:
Motivation
Review audience procedures and expectations with students by asking students to contribute non-examples of acceptable audience behavior. Give evaluator slips to student groups and asked to fill out the top portion of the evaluator form in preparation of student presentations. Show an example of a correctly filled out top portion of the evaluator slip.Coteaching?
Student-friendly Objectives
1) Listen while other students are presenting.2) Presentation with group members.
Presentation
Student groups present the findings of their research formally to the class. The audience critiques each group on elements such as eye contact, visual presentation, content, and creativity.Student Participation Procedures or Student Practice Procedures
1) Present their presentation with groups members to the audience.2) Listen attentively to other class members.
3) Participate in the review of the class presentations.
Guided Practice
Educators monitor the group presentations and allow the audience an opportunity to ask questions of the presenting group. After presentations, the teacher and librarian work together to model the correct use of an anchor chart.Closure
After presentations, students will make an anchor chart of the information they found most interesting when it was presented to the class and prepare to read The Storyteller by by completing research reflection questions.Reflection
How would you feel if someone used your hard work and said it was their own? What did you like about the project? What did you not like about the project? What was your overall impression of your project and why? Do you feel that the expectations of the project were fair? What did you learn about the Revolutionary War? Do you feel prepared to read a historical fictional book about the Revolutionary War?Effective and appropriate reflection questions!
Extensions
Possible extensions include writing a letter to someone during the time period of the Revolutionary War noting the differences between the student's present lifestyle and lively-hood in comparison to the past based on the student's research findings.Excellent idea! Especially with a focus on "determining main ideas"!
Lesson Supplements:
Cornell Note KWL ChartPresentation Grading Rubric
Visual Options Choice Board
(Moreillon 15) Moreillon, J. Collaborative strategies for teaching reading comprehension: Maximizing your impact. Chicago: ALA Editions, 2007.